Introduction
There are various approaches to evaluating the program of second language learning that emphasize different components as the most vital ones. Ralph Tyler’s evaluation model was not explicitly created for the English as a second language program. It was applied to the general curriculum in schools and articulated from the 1930s to 1940s (Endeley & Zama, 2021). Despite the evaluation model’s introduction date, it is still widely applied in schools (Endeley & Zama, 2021). Practice shows that the approach proposed by Tyler allows educational institutions to provide students with optimal academic solutions.
Therefore, the principles articulated by Tyler are used in the curriculum nowadays. The goals outlined by Ralph Tyler in his acclaimed book “Basic Principles of Curriculum and Instructions” serve as the foundation for assessing the curriculum model used in the modern educational system in most public schools, colleges, and other educational institutions (Endeley & Zama, 2021). “The Eight Year Study,” a national initiative involving 30 secondary and 300 higher education institutions that addressed the rigidity and narrow focus of high school curricula, served as the foundation for the model (Endeley & Zama, 2021). The model’s goals were as straightforward as they could be while understanding a significant undertaking that would revolutionize the approach of the current educational system.
Using the Ralph Tyler Evaluation Model is a justified decision for the English as a Second Language Program. The Tyler Model of Curriculum Evaluation focuses on determining the level of accomplishment of previously established goals and objectives (Endeley & Zama, 2021). Experiences, aims, organization, and assessment constitute the four main assessment domains that the framework examines (Endeley & Zama, 2021). This model aims to thoroughly understand the student’s performance and evaluate the efficiency of classroom techniques used for second language acquisition programs.
Discussion
Model Phases
It is crucial to understand that models occasionally fail to capture reality perfectly, foregrounding the need for detailed evaluation. Creating a curriculum entails four key stages: planning, content and method creation, implementation, and assessment and reporting (Endeley & Zama, 2021). Every stage entails several logically sequential stages or activities that are not usually distinct from one another but can be combined and take place at the same time. For instance, all phases involve the curriculum development team (Endeley & Zama, 2021).
Most stages should involve evaluations to determine progress (Endeley & Zama, 2021). Designing activities for learning before learner outcomes and material have been established and described makes little sense (Endeley & Zama, 2021). Comparable to how student results cannot be stated before material can be chosen and throughout creating the curriculum, formative evaluation offers a new context.
As mentioned, every curriculum development, implementation, and evaluation stage should be critically discussed. There are two major types of evaluation: summative and formative methods. Summative responses address inquiries on adjustments (effect) made by learners due to their educational experiences (Endeley & Zama, 2021). Evidence to demonstrate what functions and what fails to show positive results, as well as what ought to be changed, is provided by formative evaluation (Endeley & Zama, 2021). Therefore, it is crucial to consider the importance of evaluating all phases in Ralph Tyler’s model to evaluate the curriculum objectively.
Guiding Questions
It is possible to describe the questions the teachers should ask themselves while applying Tyler’s model in practice. They include the following questions:
- What goals in terms of education should the teacher pursue?
- What educational opportunities are available that will possibly help to achieve these goals?
- How can each of these learning opportunities be set up efficiently?
- How can we tell if these goals are being fulfilled?
These questions correspond to the phases described earlier, which are essential in creating the curriculum for second language acquisition based on Ralph Tyler’s requirements.
Evaluation Criteria
Evaluation of all model phases is objective-oriented, and the analysis should show how successfully the teacher achieved the set goal. Ralph Tyler proposed a method for creating learning objectives that consider research on the learners, including their life situations, cognitive variables, learner passions, and societal ideals (Endeley & Zama, 2021). He thinks his method may help teachers no matter how differently they see learning and instruction (Endeley & Zama, 2021).
In the planning stage, the primary evaluation criteria are how the goals are set and whether they correspond to the curriculum (Rodríguez et al., 2018). In the content and method evaluation phase, the practical activities to meet the set goals are evaluated (Rodríguez et al., 2018). In the implementation stage, the quality of the organization of classroom activities is evaluated (Rodríguez et al., 2018). Evaluation and reporting include behavioral and academic objectives that can be evaluated based on tests, surveys, and teachers’ impressions of the lessons.
The findings of the model can be summarized in Chart 1:
Conclusion
Therefore, the period of assessment development from 1930 to 1945 bears Ralph Tyler’s name. He is crucial to the evolution of educational assessment and examination. The objective model, also known as Tyler’s objective framework, was first developed by him and dates back to the 1940s. The fundamental tenet of this strategy is lining up the pre-behavioral goals with the actual results. According to Tyler, assessment is a contrast between anticipated and observed outcomes. In actuality, the framework developed by Tyler is based on the objective-oriented approach, as indicated by the title. The strategy considers curriculum as a way to direct students to a learning objective.
Tyler’s objective model’s characteristic is that it assesses how well the educational program’s objectives and targets were accomplished. The framework primarily entails meticulous construction following two objective screens: a philosophy of education and a psychology of learning. Three curricular objectives focus on the learners, the community, and the topic of study matter.
The outcome objectives are then changed into quantifiable goals. Tyler’s evaluation allows the person conducting the assessment to ascertain the extent to which the program’s objectives are being met. Unresolved goals indicate that the teaching plan needs to be revised and requires changes. On the other hand, the met objectives indicated a successful educational training program. Tyler’s objectives framework is limited to assessing programs with stable and unambiguous objectives since they might shift during the program’s execution or because the teachers could not have any.
References
Endeley, M. N., & Zama, M. A. (2021). Perspectives in curriculum studies. Spears Media Press.
Rodríguez, E. V., Castro, C. M. C., & Escobar, Z. R. B. (2018). An informed and reflective approach to language teaching and material design. Universidad Pedagógica Nacional.